Frontline Applicant Tracking - Stamford Public Schools

Openings as of 4/16/2025
Summer School - Certified

Summer School Success 2025: Extended School Year (ESY) School Psychologists, School Social Workers, Speech-Language Pathologists

JobID: 12353

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  3/21/2025


Location:
  All District    


Date Available:
  06/23/2025 or 06/30/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Posting: Summer School Success 2025: Extended School Year (ESY) School Psychologists, School Social Workers, Speech-Language Pathologists
 
The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
GENERAL STATEMENT:
Service providers must commit to work all  4 weeks with the option to work 6 weeks in the Summer School Program. A competent psychologist, social worker, or speech pathologist understands growth and development, and helps students to develop positive self-concepts, and good communication skills. They stimulate the independence of each student as a learner, effectively assess student needs and progress and plan instruction to achieve selected objectives, involving those appropriate for exceptional students. They accomplish these objectives through effective communication with students, parents, and colleagues and through the use of appropriate techniques and materials in a positive climate where time, space and equipment are effectively organized for instruction. Psychologists, Social Workers, and Speech Pathologists will service the educationally disabled students who have been recommended for Extended School Year (ESY) as indicated on the current I.E.P. These positions are available pending operating budget and grant funding approval.
 
MAJOR RESPONSIBILITIES:
• Demonstrate knowledge of human growth and development as it relates to the teaching-learning process.
• Effectively communicate with teachers, students, families and staff. 
• Help students develop positive self-concepts.
• Effectively assess student needs and progress. Effectively meet the individual learning needs of students. Establish a positive learning environment.
• Encourage and maintain the cooperative involvement and support of families and the community.
• Identify families who may be in need of weekend meals and communicate to the Office of Family and Community Engagement.
• Experience with Applied Behavior Analysis (ABA). Able to supervise Paraeducators.
• Ability to maintain and analyze pertinent data.
• Able to implement Inclusionary practices/co-teaching.
• Implement continuation of identified IEP goals for ESY.
• Align and adjust classroom strategies and activities to Connecticut Language Arts and Mathematics Standards.
• Cooperatively work with school staff and community resource groups to effectively integrate problem-based learning into the teaching and learning process of Summer School.
• Successfully teach assigned grade level and provide an optimum learning experience for all assigned students.
• Participate in orientation and professional development activities designed to support Summer School.
• Perform other duties as requested by the Special Education Head Teacher, Summer School Administrator and the Director for Special Education, including meetings and professional development activities planned and provided by the general education Head Teacher.
 QUALIFICATIONS:
• Current Connecticut Educator Certificate as a Psychologist, Social Worker, or Speech Pathologist.
• American Speech-Language-Hearing Association Certification or Clinical Fellowship Year (Speech Pathologist)
• Connecticut State Department of Health License, or in process (Speech Pathologist)
• Currently employed by the Stamford Public Schools. Demonstrated successful experience working with students. Evidence of the ability to work cooperatively with staff.
• Enthusiasm and commitment to his/her work.
• Familiarity with national, state and local curriculum standards and framework. Demonstrated experience utilizing research-based instructional strategies.
• Knowledge and experience of differentiated instruction preferred.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e.Naviance, PowerSchool); or any other technology deemed relevant for this position. 
Location:
• APPLES Preschool 
• Julia A. Stark Elementary School
• Rogers International School
• Strawberry Hill 
• Westhill HS
Sites are subject to change due to unexpected circumstances
 
Term:
• 4 Week Program: Monday, June 30th through Friday, July 25th, 2025 (19 days; tentative dates subject to change)
  • No class July 4th
• 6 Week Program: Monday, June 23th through Friday, August 1, 2025 (29 days; tentative dates subject to change)
  • No class July 4th
• Planning/Staff Development - TBD
 
Compensation:
Compensation is as per SEA Teachers Contract.
 
Extended School Year (ESY) earnings for work done in compliance with an IEP are pensionable as long as you remain employed with Stamford Public Schools through September 1st.  The 8.25% TRB mandatory contribution will be deducted from your summer paychecks one pay period in arrears, as well as the first check of the school year.
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.
 
 




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Openings as of 4/16/2025
Summer School - Certified

Summer School Success 2025: Extended School Year (ESY) Special Education Teachers

JobID: 12354

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  3/21/2025


Location:
  All District    


Date Available:
  06/23/2025 or 06/30/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Summer School Success 2025: Extended School Year (ESY) Special Education Teachers

The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
GENERAL STATEMENT:
Teachers must commit to work all  4 weeks with the option to work 6 weeks to teach in the Summer School Program. Special education teachers in specialized programs will work with students in the TEAM, CORE, or ASD programs. A competent special education teacher understands growth and development, demonstrates knowledge of what is to be taught and facility in the basic skills and helps students to develop positive self-concepts. The special education teacher stimulates the independence of each student as a learner, effectively assesses student needs and progress and plans instruction to achieve selected objectives, involving those appropriate for exceptional students. The special education teacher accomplishes these objectives through effective communication with students, parents, and colleagues and through the use of appropriate techniques and materials in a positive climate where time, space and equipment are effectively organized for instruction. In addition, the special education teacher meets professional responsibility for continuing growth and fosters cooperative involvement with parents and the community. The summer school special education teacher will service the educationally disabled students who have been recommended for Extended School Year (ESY) as indicated on the current IEP.
 
MAJOR RESPONSIBILITIES:
• Demonstrate knowledge of the subject to be taught.
• Demonstrate knowledge of human growth and development as it relates to the teaching-learning process.
• Plan instruction to achieve selected objectives.
• Effectively implement instructional plans and uses appropriate instructional techniques.
• Effectively communicate with teachers, students, parents and staff.
• Help students develop positive self-concepts.
• Effectively assess student needs and progress.
• Effectively meet the individual learning needs of students.
• Establish a positive learning environment.
• Encourage and maintain the cooperative involvement and support of parents and the community.
• Experience with Applied Behavior Analysis (ABA).
• Able to supervise Paraeducators.
• Ability to maintain and analyze pertinent data.
• Able to implement Inclusionary practices/co-teaching.
• Implement continuation of identified IEP goals for ESY.
• Align and adjust classroom strategies and activities to Connecticut Language Arts and Mathematics Standards.
• Cooperatively work with school staff and community resource groups to effectively integrate problem-based learning into the teaching and learning process of Summer School.
• Successfully teach assigned grade level and provide an optimum learning experience for all assigned students.
• Participate in orientation and professional development activities designed to support summer school.
• Perform other duties as requested by the Special Education Head Teacher, Summer School Administrator and the Director for Special Education, including meetings and professional development activities planned and provided by the general education Head Teacher.
QUALIFICATIONS:
• Current Connecticut Special Education Educator Certificate.
• Demonstrated excellence in grade level/subject appropriate teaching.
• Demonstrated successful experience working with students.
• Evidence of the ability to work cooperatively with staff.
• Enthusiasm and commitment to his/her work.
• Familiarity with national, state and local curriculum standards and framework.
• Demonstrated experience utilizing research-based instructional strategies.
• Knowledge and experience of differentiated instruction preferred.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.
 
Location:
• APPLES Preschool 
• Julia A. Stark Elementary School
• Rogers International School
• Strawberry Hill 
• Westhill HS
 
Sites are subject to change due to unexpected circumstances
 
Term:
• 4 Week Program(ASD, CORE, non-self contained ESY): Monday, June 30th through Friday, July 25th, 2025 (19 days; tentative dates subject to change)
  • No class July 4th
• 6 Week Program(TEAM): Monday, June 23th through Friday, August 1, 2025 (29 days; tentative dates subject to change)
  • No class July 4th
• Planning/Staff Development - TBD
 
Compensation:
Compensation is as per SEA Teachers Contract.
• Teachers assigned to APPLES, ASD, CORE, or TEAM will be paid at the higher of either the SEA Contract Summer School rate or the employee’s hourly per diem rate.
 
Extended School Year (ESY) earnings for work done in compliance with an IEP are pensionable as long as you remain employed with Stamford Public Schools through September 1st.  The 8.25% TRB mandatory contribution will be deducted from your summer paychecks one pay period in arrears, as well as the first check of the school year.
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.




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Openings as of 4/16/2025
Summer School - Certified

Summer School Success 2025: Multilingual Learner Lead Teacher for High School

JobID: 12398

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  4/9/2025


Location:
  All District


Date Available:
  06/23/2025


Closing Date:
  04/18/2025


  Additional Information:  Show/Hide
Summer School Success 2025:Multilingual Learner Lead Teacher for HIgh School
 
The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
GENERAL STATEMENT:

Certified TESOL teachers will provide push-in support in general education classrooms or high school ESL credit bearing classes.The Lead Teacher will have a reduced teaching caseload at the high school (one period) in order to organize support for students and collaborate with head teachers and other colleagues. 
 
MAJOR RESPONSIBILITIES:
• Successfully teach English language acquisition and content enrichment for all assigned students, either in high school ESL courses or through a push-in model.
• Commitment to work 6 weeks (High School) of summer school.
• Create a safe and welcoming environment so all students can interact and learn.
• Collaborate with general education programs and teachers to best support students
• Perform other duties as appropriate to the position.
MINIMUM QUALIFICATIONS:
• Current Connecticut Educator Certificate in TESOL for credit bearing classes, other Connecticut Educator certification will be considered for newcomer programs.
• Currently employed by the Stamford Public Schools.
• Demonstrated excellence in teaching Multilingual Learner Learners.
• Demonstrated expertise with current district curriculum initiatives.
• Demonstrated capacity to work cooperatively with others.
• Evidence of organizational skills.
• Demonstrated success with interdisciplinary, interactive, and highly engaging instruction
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.
Location:
• Westhill High School
Sites are subject to change due to unexpected circumstances
 
Term:
• 6 Week Program: Monday, June 23th through Friday, August 1, 2025 (29 days; tentative dates subject to change)
  • No class July 4th
• Planning/Staff Development - TBD
Compensation:
Compensation is as per SEA Teachers Contract.
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.


 




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Openings as of 4/16/2025
Summer School - Certified

Summer School Success 2025: Multilingual Learner Teachers

JobID: 12399

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  4/9/2025


Location:
  All District    


Date Available:
  06/23/2025


Closing Date:
  04/18/2025


  Additional Information:  Show/Hide
Summer School Success 2025:Multilingual Learner Teachers 
 
The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
GENERAL STATEMENT:

Certified TESOL teachers will provide push-in support in general education classrooms or high school ESL credit bearing classes. 
 
MAJOR RESPONSIBILITIES:
• Successfully teach English language acquisition and content enrichment for all assigned students, either in high school ESL courses or through a push-in model.
• Commitment to work 4 weeks (Elementary Grades 1-3) or 6 weeks (High School) of summer school.
• Create a safe and welcoming environment so all students can interact and learn.
• Collaborate with general education programs and teachers to best support students
• Perform other duties as appropriate to the position.
MINIMUM QUALIFICATIONS:
• Current Connecticut Educator Certificate in TESOL for credit bearing classes, other Connecticut Educator certification will be considered for newcomer programs.
• Currently employed by the Stamford Public Schools.
• Demonstrated excellence in teaching Multilingual Learner Learners.
• Demonstrated expertise with current district curriculum initiatives.
• Demonstrated capacity to work cooperatively with others.
• Evidence of organizational skills.
• Demonstrated success with interdisciplinary, interactive, and highly engaging instruction
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.
Location:
• Julia A. Stark Elementary School
• Rogers International School
• Strawberry Hill
• Westhill High School
Sites are subject to change due to unexpected circumstances
 
Term:
• 4 Week Program: Monday, June 30th through Friday, July 25th, 2025 (19 days; tentative dates subject to change)
  • No class July 4th
• 6 Week Program: Monday, June 23th through Friday, August 1, 2025 (29 days; tentative dates subject to change)
  • No class July 4th
• Planning/Staff Development - TBD
Compensation:
Compensation is as per SEA Teachers Contract.
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.
 




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Openings as of 4/16/2025
Summer School - Certified

2025 Summer After-School PreK Assessment Team: School Social Workers, School Psychologists, Speech Pathologists, Special Education Teachers

JobID: 12400

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  4/9/2025


Location:
  All District    


Date Available:
  06/23/2025


Closing Date:
  04/18/2025


  Additional Information:  Show/Hide
2025 Summer After-School PreK Assessment Team: School Social Workers, School Psychologists, Speech Pathologists, Special Education Teachers
 
The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
After-School PreK Assessment Team: Conduct preschool evaluations outside of contractual day, up to 4 evaluations per week. Collaborate with multidisciplinary team in the identification of students requiring special education services. Complete and interpret initial evaluations using a variety of assessment materials. Write evaluation reports and share with parents.  Participate in the PPT Process, including Case Studies, PPT 1 and PPT 2 meetings.  Develop Individualized Education Plans by identifying present levels of performance, developing appropriate goals and objectives and making appropriate service recommendations.
 
Job Description – School Psychologist
 
General Statement:
Certified School Psychologists demonstrate knowledge of human growth and development as it relates to the teaching/learning process and emotional health of students. School Psychologists promote learning, effectively assess students’ needs and progress, and plan interventions to achieve selected objectives for all students. School Psychologists accomplish these objectives through communication with students, parents, and colleagues in a positive climate where time, space, and equipment are organized for intervention. To continue to deliver comprehensive service, school psychologists participate in activities for continuing professional growth.
 
Major Responsibilities:
Consultation:
• Give healthy and effective alternatives to teacher, parents, and administrators about problems in learning and behavior
• Help others understand child development and how it affects learning and behavior
• Strengthen working relationships between educators, parents, and community services
• Data Collection:
• Use a wide variety of techniques at an individual, group, and system level to evaluate:
  • Cognitive abilities and learning styles
  • Personality and emotional development
  • Application of social skills across different learning environments
  • Learning environment (i.e., home/community, school)
  • Adaptive behavior
Intervention:
• Work face-to-face with children and families
• Help solve conflicts and problems in learning and adjustment
• Provide counseling for children, families, and teachers
• Provide social skills training, behavior management, and other strategies
• Help families and school deal with crises such as death, illness or community/economic trauma
• Prevention:
• Identify potential learning challenges
• Design program for children to experience school success
• Provide parents and teacher with the skills to cope with challenging behavior
• Help foster understanding and appreciation of diversity in the school community
• Develop school-wide initiatives to make schools safer and more effective (i.e., positive behavior supports)
• Professional Development:
• Develop program on topics such as:
  • Teaching and learning strategies
  • Classroom management techniques
  • Working with students who have unique talents
  • Crisis management
  • Positive Behavioral Supports
Research and Planning:
• Evaluate the effectiveness of educational programs, behavior management systems and other services
• Generate new knowledge about learning and behavior
• Contribute to planning and evaluating school-wide reform and district-wide policies
• Health Care Provisions:
• Collaborate with school and community-based personnel to provide a comprehensive model of school-linked health services
• Work with children and families to provide integrated community services focusing on psychosocial wellness and health-related issues
• Develop partnerships with parents and teachers to create healthy school environments  
Minimum Qualifications:
• Current Connecticut teaching certificate: 070-School Psychologist
• Ability to try methodologies outside of the box
• Experience working in urban/diverse settings
• 3 – 5 years of experience
• Ability to authentically assess student progress in a variety of areas
• Working understanding of early language development
• Team player
• Effective communicator
• Strong writing skills
• Computer literate
• Ability to collect and interpret qualitative/quantitative data
• Desire to grow personally and professionally
• Desire to support Stamford Public School’s growing capacity to become a 21st Century school system
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.
 
JOB DESCRIPTION – Social Worker
 
GENERAL STATEMENT:
The Social Worker provides assessments, and evaluations of students' special educational needs.  The Social Worker reports to the principal and/or the District Department Head for Social Work and Home Instruction.
 
MAJOR RESPONSIBILITIES:
• Provides daily support for students through casework, group work, and class meetings.
• Provides psycho-social assessment and family assessments for students enrolled in the program.
• Makes regular contact, i.e., home visits with parents or other appropriate family members to enhance communication and improve student performance.
• Develops a support program to improve family communications.
• Provides crisis intervention service to students and families.
• Facilitates referral to community based medical/psychiatric services for students in need of medical evaluation and hospital treatment.
• Refers students to community agencies for vocational training and employment.
• Conducts appropriate classroom based affective education programs.
• Meets daily with staff and assists staff with student management.
• Meets weekly in formal case conferences with program staff and psychiatric consultant.
• Meets or confers with staff from sending school.
• Participates in Child Study Team and Planning and Placement Team meetings.
• Maintains appropriate student case records.
• Prepares reports and develops record keeping procedures in accordance with district and departmental procedures that meet the requirements of the grantor (DCYS: Department of Children and Youth Services).
QUALIFICATIONS:
• A valid Connecticut teacher certificate with endorsement in Social Work (071).
• Minimum of three (3) years professional experience in social work.
• Possess a thorough knowledge of present practices and current trends in social work.
• Experience in working directly with students and families.
• A working knowledge of community resources.
• Proven ability to work effectively as part of an interdisciplinary team.
• Appropriate communication skills – both oral and written.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.
 
JOB DESCRIPTION - Speech and Language Pathologist

GENERAL STATEMENT
The Speech and Language Pathologist functions as a member of the total diagnostic team by providing assessment, comprehensive differential diagnosis, educational planning and support as well as therapy for students with speech/language communication disorders and delays.  Speech and language services may be delivered in a variety of ways alone or in collaboration with teachers and other service providers in order to best support students in the general curriculum, i.e., the least restrictive environment.

MAJOR RESPONSIBILITIES
• To foster children's ability to communicate their needs, feelings and ideas, and to comprehend and respond in an appropriate manner to the communication of others.
• To evaluate and diagnose those students referred by the PPT members.
• To develop goals and objectives for qualified students.
• To communicate/coordinate therapy programs with parents, teachers and other service providers.
• To consult with PPT members in developing recommendations.
Since the school speech-language program is considered an integral part of the total education program, several service delivery models are used to best support students.  The models include:
• Working in special/regular education classes.
• Individual or small group therapy.
• Consultation with teachers, other professionals and with parents.
Some speech and language pathologists are assigned to a single building while other travel to different settings.

QUALIFICATIONS
• American Speech-Language-Hearing Association Certification or Clinical Fellowship Year
• Connecticut State Department of Health License, or in process
• Connecticut State Department of Education Certification, or in process
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.
Job Description – Special Education Teacher
 
General Statement:
A competent Special Education Teacher understands growth and development, demonstrates knowledge of what is to be taught and facility in the basic skills and helps students to develop positive self-concepts. The Special Education Teacher stimulates the independence of each student as a learner, effectively assess student needs and progress, and plans instruction to achieve selected objectives, involving those appropriate for exceptional students. The Special Education Teacher accomplishes these objectives through effective communication with students, parents, and colleagues and through the use of appropriate techniques and materials in a positive climate where time, space and equipment are effectively organized for instruction. In addition, the Special Education Teacher meets professional responsibility for continuing growth and fosters cooperative involvement with parents and the community.
 
Major Responsibilities:
• Demonstrates facility in the skills of the reading, writing and mathematics.
• Demonstrates knowledge of the subject to be taught.
• Demonstrates knowledge of human growth and development as it relates to the teaching-learning process.
• Demonstrates knowledge of the American public school system.
• Plans instruction to achieve selected objectives.
• Effectively implements instructional plan and use appropriate instructional techniques.
• Effectively communicates with students.
• Helps students develop positive self-concepts.
• Facilitates the independence of the student as learner.
• Effectively organizes time, space, materials and equipment for instruction.
• Effectively assesses student needs and progress.
• Effectively meets the needs of exceptional students.
• Establishes a positive learning environment.
• Meets professional responsibilities.
• Encourages and maintains the cooperative involvement and support of parents and the community.
• Experience with Applied Behavior Analysis (ABA).
• Able to supervise Educational Assistants.
• Ability to maintain pertinent data and analyze it.
• Able to implement exclusionary practices/co-teaching.  
Qualifications:
• Connecticut Teaching Certificate in 165-Comprehensive Special Education, K-12.
• Record of demonstrated superior performance as a special education teacher.
• Demonstrated knowledge of the field.
• Ability to solve problems and execute responsibilities.
• Capacity to communicate effectively with students, staff members and parents.
• Excellent organizational skills.
• High standard of ethics, honesty and integrity.
• Willingness to assume extra responsibilities.  
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.
 
Location:
PreK Assessment Team at APPLES Preschool
 
Term:
Summer 2025
 
Compensation:
Per Diem Hourly Rate
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.
 




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Openings as of 4/16/2025
Summer School - Certified

2025 Summer After-School PreK Assessment Team: IEP Compliance Team Leader

JobID: 12401

Position Type:
  Summer School - Certified/Teacher


Date Posted:
  4/9/2025


Location:
  All District    


Date Available:
  06/23/2025


Closing Date:
  04/18/2025


  Additional Information:  Show/Hide
2025 Summer After-School PreK Assessment Team: IEP Compliance Team Leader
 
The filling of this position is based upon continued funding in the Board of Education budget.
 
Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.
 
After-School PreK Assessment Team: Conduct preschool evaluations outside of contractual day, up to 4 evaluations per week. Collaborate with multidisciplinary team in the identification of students requiring special education services. Complete and interpret initial evaluations using a variety of assessment materials. Write evaluation reports and share with parents.  Participate in the PPT Process, including Case Studies, PPT 1 and PPT 2 meetings.  Develop Individualized Education Plans by identifying present levels of performance, developing appropriate goals and objectives and making appropriate service recommendations.
 
General Statement:
The IEP Compliance Team Leader supports the school-based special education team in compliance activities related to the facilitation of PPTs, preparation of IEP documents for finalization, and the development of IEPs in order to address the statutory compliance requirements of IDEA, State, and BOE policies governing the provision of special education services. The position also assists special education and related services staff in the development of IEPs to promote effective goal development and appropriate service recommendations in order to increase student achievement and promote consistency of program implementation within the least restrictive environment (LRE).  The IEP Compliance Team Leader reports to the Special Education Building Administrator.
 
*Elementary and designated schools
 
Major Responsibilities:
• Support SEDAC, EVT (process log) and other federal reporting requirements
• Provide ongoing support to OSS in printing and mailing of documents (invites, IEPs, drafts, consent documents, evaluations, teacher reports, progress reports), entering and exiting students in PowerSchool and CTSEDS
• Check PowerSchool and CTSEDS listings, schedule PPTs, manage outlook calendar, CTSEDS and Google invites
• Review files (including those of transfer students) for documentation of parental consent for special education services, eligibility checklists and other documentation required by local, state and federal policies and prepare and transfer files to the next location.
• Work directly with special education administrators to confirm documents are ready for finalization
• Manage students’ document repository to ensure all current documents are uploaded
• Maintain students’ special education file folders
• Be a school based resource to support teams having difficulty finalizing documentation
• Maintain an inventory of special education assessments, supplies, and materials
• Serve as a resource to teachers for the development of IEPs and information regarding special education policies and procedures to ensure compliance with CSDE and IDEA regulations
• Supports professional development opportunities in the area of special education
• Participate in weekly district compliance meetings to ensure communication and consistency across buildings
• Related duties as assigned
• Performs related duties as assigned.
Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.
 
Knowledge and Skills:
• Commitment to creating schools that provide an education that cultivates productive habits of mind, body, and heart in every student.
• Exemplary ability to write IEPs
• Extensive knowledge of special education law
• Strong communication skills
• Superior organizational skills
• Ability to meet deadlines
• Knowledge of School Based Healthcare (Medicaid) responsibilities.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.
Qualifications:
• CT CSDE Teaching Certification endorsed for:
  • Special Education:
    • Comprehensive Special Education, K–12 (165)
    • Comprehensive Special Education, PK–12 (065)
    • Comprehensive Special Education, 1–12 (165)
  • Related Services:
    • Speech and Language Pathologist (061)
    • School Psychologist (070)
    • School Social Worker (071)
• Education: Degree in Special Education or Related Services Area
• Currently employed as a special education teacher or related services staff (i.e., speech pathologist, school psychologist or school social worker)
• 3-5 years’ teaching experience
• Such alternatives to the above qualifications as the Superintendent and/or Stamford Board of Education may find appropriate.
Location:
PreK Assessment Team at APPLES Preschool
 
Term:
Summer 2025
 
Compensation:
Compensation is as per SEA Teachers Contract.
 
*Locations and schedule are subject to change due to unexpected circumstances
 
Application Procedures:
Online application is required.
 




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